The Status and Prospects of the Economics Major

Siegfried, John J.; Bartlett, Robin; Hansen, W. Lee; Kelley, Allen C.; McCloskey, Donald N.; Tietenberg, Tom

doi:10.1080/00220485.1991.10844710

Cited by 139 publications

(95 citation statements)

References 11 publications

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“…They feel that the use of cases adds interest to the study of economics, and makes their classroom study more real. See, for example, Hansen (1993), Cohen and Spencer (1993), as well as Siegfried et al (1991). Our findings also address the concerns of those economists who worry that case method teaching, for all its benefits, cannot be used to teach the theory that lies at the heart of good economic analysis.…”

Section: Discussionsupporting

confidence: 51%

Beyond the Lecture: Case Teaching and the Learning of Economic Theory

Carlson¹,

Schodt²

1995

The Journal of Economic Education

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Section: Discussionsupporting

confidence: 51%

Beyond the Lecture: Case Teaching and the Learning of Economic Theory

Carlson¹,

Schodt²

1995

The Journal of Economic Education

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“…Because they seek to describe and justify a highly integrated model of the way the world works, the natural sciences and economics provide a solid testing ground for assessing comprehension of macrostructure for the type of text described by Lucy (1997). In addition to being densely populated with claims and warrants, and emphasising measurement of phenomena, these disciplines are distinctive in their justification of hypotheses in terms of universally applicable principles and the frequent chaining of hypotheses to demonstrate the predictive power of fundamental claims (Reif and Larkin, 1991;Siegfried et al, 1991). A good example of such chaining of claims is provided by the cloze passage in Appendix A.…”

Section: Similarities Of Discourse In the Physical Sciences And Economentioning

confidence: 99%

Testing reading comprehension of theoretical discourse with cloze

Greene

2001

Journal Research in Reading

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The ability of cloze tests containing frequent, every n-th word deletions to measure comprehension of macropropositions has been challenged on both theoretical and empirical grounds, calling into question the validity of such tests for assessing comprehension of much of the discourse encountered by university-level students. To evaluate the comprehension of a writer's reasoning, it is recommended that cloze tests position gaps so as to target recognition of cohesive devices and the ability to draw inferences from other sentences. To test the validity of such a design, a large sample of scores on discourse cloze tests administered in introductory college economics is compared to scores on true±false comprehension tests designed to target recognition of connective propositions. The two distributions of scores do not differ significantly in terms of mean value, dispersion or frequency distribution, suggesting that appropriately designed cloze tests can provide a valid assessment of the reader's integration of theoretical text. In addition, the usefulness of readability formulas based on surface characteristics of text is challenged when readability is defined in terms of the difficulty of constructing a coherent representation of theoretical text.

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“…The effectiveness of active learning is supported by a large body of literature (Cross, 1987). Economics, in particular, "requires active participation by students" according to Siegfried, et al, (1991). Hansen, Salemi, and Siegfried (2001) stress the need to change the methods that we use to teach the principles of economics classes; despite continuing pressure to improve pedagogy, Becker and Watts (1996) find that active learning is not used in the majority of introductory courses.…”

Section: Literature On Pedagogymentioning

confidence: 99%